THE ROLE OF PARENTS IN THE PROMOTION OF FAMILY LIFE EDUCATION

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Individuals and families have long been prepared for the tasks and obligations of family life. Because information about human growth, interpersonal connections, and family life is not innate, civilizations have had to devise methods for passing on family wisdom and experience from one generation to the next. Some communities pass on their knowledge through formal channels, such as puberty initiation ceremonies. Individuals learn about family living the majority of the time by observing and participating in family activities and interactions in their own and other families (Clark 2022).

As societies evolve and become more complicated, this pattern of informal learning about family life becomes insufficient. Because of the advancement of new information, technological breakthroughs, and changing social and economic conditions, the instruction of earlier generations is no longer relevant or sufficient. In this situation, society must devise or invent new methods of preparing individuals for their family duties and obligations. Family Life Education is one of these novel approaches.

According to Clark (2022), when parents and families get directly involved in education, their children do better in school and grow up to be more successful in life. According to Clark, parental participation encompasses a wide range of activities. Some parents have time to participate in a variety of activities, while others may only have time for one or two.

According to Aluede (2022), the sooner in a child's educational process that parent engagement in family life education begins, the stronger the impacts. The most successful types of parent participation involve parents personally engaging with their children on learning at home. Parents may participate in family life education by assuring their children's improved school attendance, motivation, and self-esteem.

Although most parents do not know how to help their children with their education, with their supervision and support, they may become more active in home learning activities and identify chances to educate, model, and encourage their children. Uwakwe (2022) found that parental involvement in schooling was twice as predictive of academic performance as family socioeconomic position. When schools encourage children to read at home with their parents, they make considerable increases in reading proficiency when compared to those who only practice at school. The more the parental involvement, the more favorable the accomplishment consequences. Reading to their children, having books available, taking excursions, guiding TV viewing, and providing engaging experiences all contribute to student progress. The more parents who participate in family life education on a consistent basis, at all levels—advocacy, decision-making and monitoring responsibilities, and as home teachers—the better for children's performance.

1.2 STATEMENT OF THE PROBLEM

According to Owuamanam (2022), some individuals marry because they don't have enough money to pay school fees or take care of their children's requirements. Another issue that has been noticed to be prevalent among female children is the issue of regular meeting. When some female students witness their drop-out friends wearing costly clothes and having children, the next thing they do is imitate their colleagues in order to dress like friends and seem great within their peer groups, which frequently culminates in the termination of their academic career.

It appears that if parents are not educationally oriented, their interest in their children's education may suffer. According to Adaba (2022), parents do not support their female children's education because they believe that investing money in their education will be a waste when they marry since they will lose their family's name and the husband's family will receive the benefits of their labor. Adaba further stated that some parents were unable to pay school fees or provide basic resources for their children, which contributed to their underachievement in school. Alonge (2022) also opined that, some parents are rude and evil to their children if they do not perform well or fail their exams.

In another scenario, children who do not have a stable home life and have negative school experiences may become school dropouts.

The true influence of a child's background on achievement can be estimated more accurately if one considers family characteristics-parental values and pressure on the child to succeed, as well as the child's own efforts and perceived efficacy-that appear to operate independently of convectional aspects of class (for the few countries where these factors have been studied) and better indicators of material and social aspects of class.

The national aspiration for Nigeria to be a free, just, and democratic society, a country of opportunity for all its residents capable of generating a big and dynamic economy and expanding into a united and self-sufficient nation, is an essential indicator of the role education plays in the politics. To attain these objectives, education in Nigeria is a superior tool for effective national development, according to the Federal Ministry of Education (2022). With societal developments, every youngster wishes to become a billionaire in a single day. It appears that the majority of children in this nation are finding it difficult to focus on their schoolwork. According to the Good Community Committee (2022), the germ of academic underachievement in children has been ingested since childhood. Many youngsters lack self-esteem, self-discipline, and the ability to deal with challenges.

1.3 OBJECTIVES OF THE STUDY

The primary objective of the study is to examine the role of parents in the promotion of family life education. Specifically, other objectives of this study are:

i.          To determine the extent parents play a role in the promotion of family life education.

ii.        To find out whether an effective family life education affects academic performance.

iii.      To examine the ways parents use in family life education.

iv.      To find out the challenges of family education.

1.4 RESEARCH QUESTIONS

The following research questions will be answered in this study:

i.          What is the the extent parents play a role in the promotion of family life education?

ii.        Does an effective family life education affects academic performance?

iii.      What are the ways parents can use in family life education?

iv.      What are the challenges of family education?

1.5 SIGNIFICANCE OF THE STUDY

The findings of this study will serve as the foundation for effective promotion of Family Life Education. It will serve as the foundation for creating a more effective pedagogical framework for boosting family life education.

The study would help to educate parents on the importance of knowing and understanding the effects of children's home environments on their academic success. It would also inform the teenager about the factors that influence their academic achievement in school.

It will also raise awareness among decision-making bodies and even instructors about the issues confronting secondary school teaching and learning in terms of the identified factors.

It will need schools providing a suitable climate for interaction between teachers and parents through Parents Teachers Association (PTA) meetings.

It will raise awareness among parents following Parents Teachers Association (PTA) meetings on the necessity for parents to provide required amenities for their children's usage in schools.

This research will further provide an opportunity and a place for discussion about how home climate settings might improve or impede parental involvement in family life education.

Through this research, practical remedies to the negative home climate will be proposed in order to assist the young in living in a decent and conducive home environment that will ensure high quality education, performance, and accomplishment.

Finally, this study will be used as a reference and launching pad for future academics looking into how the identified characteristics (parental engagement success and obstacles) improve family life education. The study's findings are anticipated to provide an empirical foundation for guiding governments, policymakers, administrators, teachers, and other education system stakeholders on how to enhance family life education.

1.6 SCOPE OF THE STUDY

This study is generally focused on examining the role of parents in the promotion of family life education. Specifically, this study is focused on determining the extent parents play a role in the promotion of family life education, finding out whether an effective family life education affects academic performance, examining the ways parents use in family life education and finding out the challenges of family education.

Selected parents and teachers in Ibadan North Local Government Area of Oyo State will be the respondents of this study.

1.7 LIMITATIONS OF THE STUDY

This study is generally limited to examining the role of parents in the promotion of family life education. Specifically, this study is limited to determining the extent parents play a role in the promotion of family life education, finding out whether an effective family life education affects academic performance, examining the ways parents use in family life education and finding out the challenges of family education.

Selected parents and teachers in Ibadan North Local Government Area of Oyo State will be the respondents of this study, hence further research is needed before the findings of this study can be used anywhere else.

1.8 DEFINITION OF TERMS

Parents: A parent is a caregiver of the offspring in their own species. In humans, a parent is the caretaker of a child.

Family life education: Family life education is defined by the National Council on Family Relations as "the educational effort to strengthen individual and family life through a family perspective.

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